Quality assurance in the domestic third-party arrangement in Australia

Shah, Mahsood; Lim, Choon

doi:10.1108/ijem-04-2020-0173

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…Rapat yang dilakukan secara online sebagai upaya mengurangi penyebaran Covid-19 (Shah & Lim, 2021). Walaupun, rapat dilakukan secara daring tetapi tidak menutup semua pendapat dari berbagai pihak.…”

Section: Dukungan Dari Berbagai Pihak Dalam Pelaksanaan Kebijakan Sek...unclassified

Manajemen Berbasis Sekolah: Perubahan Sistem Offline Ke Online Pada Masa Covid-19

Yana

Hasanah

Ningrum

et al. 2023

AoEJ

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The existence of the Covid-19 disaster has changed most of the executive orders in schools. Changes in Organizational Behavior in the form of new policies in the field of education to overcome the Covid-19 pandemic have become a standard solution that occurs almost throughout schools. This study explores changes in education management in schools during the covid-19 period. This study uses qualitative research methods. The results showed that the change from an offline system to online learning had triggered the emergence of new things in the field of education management, namely: 1) the form of learning from offline changed to distance learning; 2) accelerated utilization of high technology; and 3) analog learning model became multi-source. In implementing school management policies during the transition period, support from various parties is needed so that everything runs as planned by the school management.

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Section: Dukungan Dari Berbagai Pihak Dalam Pelaksanaan Kebijakan Sek...unclassified

Manajemen Berbasis Sekolah: Perubahan Sistem Offline Ke Online Pada Masa Covid-19

Yana

Hasanah

Ningrum

et al. 2023

AoEJ

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show abstract

“…Another common area of discord is around quality assurance, so trust-building is vital ( Dzimińska et al, 2018 ; Stensaker, 2015 ). Mahsood Sha and Choon Boey Lim ( 2021 ) find that Australian university faculty have a largely pessimistic view of third party quality measures in academic standards, governance, leadership, and learning and teaching. There is even more suspicion regarding the quality of independent higher education institutes that lack the resources available to universities (Shah et al, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Australian higher education third party arrangements: an independent institute case study

et al. 2021

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The marked increase in transnational higher education third party arrangements in recent years represents globalizing forms of education. Third party arrangements involve a partner institution being approved to deliver the primary institution’s government-accredited courses. The primary institute is accountable for monitoring and documenting quality assurance and the third party is responsible to the primary institute for meeting the required higher education standards. This arrangement is particularly attractive for students who want to undertake an accredited degree from overseas, while retaining close relational, industry and cultural links in the home country. There has been some recent examination of higher education third parties focused on equity, transcultural pedagogy, and quality assurance. However, little research has been done regarding the Australian context. Alphacrucis College is one of the largest non-university, faith-based independent higher education institutes in Australia with three onshore third party arrangements in Sydney and Melbourne, as well as two offshore in Finland and the Philippines. Based on a case study including participant observation and a staff survey, this research argues that the success of faith-based third parties is largely a result of shared values and collaborative relationships. These are outworked in professional development and mentoring in learning and teaching, joint research and scholarship projects, equity of student experience through resourcing, and effective governance and quality assurance built on trust. While other higher education institutes may not have faith-based approaches, these findings can serve to produce successful onshore and offshore third parties in a broad range of contexts. Supplementary Information The online version contains supplementary material available at 10.1007/s11233-021-09077-1.

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“…In Australia, the accreditation system has proven to have a positive role in the process of developing the quality of education, especially in three main areas, and all three are interrelated. Namely, in Accreditation, there is an assessment of school quality based on several criteria; can be used as a means of increasing brand recognition from the provision of unique accreditation labels; and contribution to the actual improvement of the school (Shah & Lim, 2021)particularly when the third-party arrangements occur in the form of a cross-border education (or widely known as transnational education. Similar to Vietnam, the Philippines, and Australia, Indonesia also guarantees the quality of education through the school accreditation process.…”

mentioning

confidence: 99%

Indonesian teacher's perspective about school accreditation

2023

pegegog

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School accreditation as a quality assurance system for education in Indonesia aims to assure the entire community that education is professional and quality. The accreditation process requires serious efforts from all relevant parties so that the accreditation value becomes a reflection of the quality of the school being assessed. This study explores teachers' views on school accreditation as a quality assurance system for education in Indonesia based on their experiences. The problem of this research is how Indonesian teachers view school accreditation based on their experiences. This study used qualitative research methods. Participants were determined by purposive sampling, namely as many as two principals and eight teachers. We collected the data through individual in-depth interviews. The results of the study show that, in general, 1) the participants view that fulfilling the evidence of accreditation performance is not easy; 2) school accreditation as a school quality assurance system has been carried out according to standards and is transparent; 3) The value of school accreditation plays a role in influencing public interest in making decisions about the destination school where their children study. Thus, all participants recognize the school accreditation system as a quality assurance system trusted by process and results.

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Quality assurance in the domestic third-party arrangement in Australia

Cited by 3 publications

References 20 publications

Manajemen Berbasis Sekolah: Perubahan Sistem Offline Ke Online Pada Masa Covid-19

Manajemen Berbasis Sekolah: Perubahan Sistem Offline Ke Online Pada Masa Covid-19

Australian higher education third party arrangements: an independent institute case study

Indonesian teacher's perspective about school accreditation

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